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Assessor’s guidelines for the SVQs in Manufacturing Textile Products at levels 1, 2 and 3 Publication date: February 2010 Publication code: DB5176 Published by the Scottish Qualifications Authority The Optima Building, 58 Robertson Street, Glasgow, G2 8DQ, and Ironmills Road, Dalkeith, Midlothian, EH22 1LE The information in this publication may be reproduced in support of SQA qualifications. If it is
reproduced, SQA should be clearly acknowledged as the source. If it is to be used for any other purpose, then written permission must be obtained from the Support Materials
Development Officer at SQA. It must not be reproduced for trade or commercial purposes.
© Scottish Qualifications Authority 2010
Contents
About this guide 1 Introduction 2
About SVQs 2 How are standards defined in SVQs? 3 Who is involved in SVQs? 3 The steps involved in assessing a candidate for an SVQ 4
1: The SVQs in Manufacturing Textile Products 5
Structure of the SVQs 6 How do candidates begin? 10
2: Preparing to assess the SVQ 12
Your role and your candidate’s role 12 Planning 13 Selecting methods of assessment 16 Methods of assessment 17
3: Generating evidence 22 Observation 23 Observation record 24 Record of questions and candidate's answers 26 Personal statement 28 Witness Testimony 30 Fillings the gaps 31 Guidance and support to candidates 31 Judging candidate evidence and making an assessment decision 31 Authenticating candidates' evidence 32
4: Recording achievment 33 Unit progress record 35 Index of evidence 37
5: Further information 41 Appendix 1: Blank recording forms 42 Appendix 2: TEX14 — Prepare for Textile Operations 52
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About this guide
This guide provides some practical examples of how to assess your candidates for the SVQs in Manufacturing Textile Products at levels 1, 2 and 3. You may be able to think of other ways of assessing your candidates and recording your decisions about their competence. Using assessments based on these examples does not guarantee successful verification — it is still your responsibility to ensure that internal quality assurance procedures are followed.
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Introduction
This introduction provides a brief overview of SVQs and how they are assessed in the workplace. If you are already familiar with the concept of SVQs, you may wish to go to the next section.
About SVQs Scottish Vocational Qualifications (SVQs) are work-based qualifications which set the level of occupational competence for each sector of the economy. The qualifications have been designed by standards-setting bodies made up of experienced practitioners who represent employers, professional bodies, trade unions, education and voluntary organisations. Each standards-setting body is responsible for developing national standards which define what employees (or potential employees) must be able to do, how well, and in what circumstances, to show that they are competent in their work. Each SVQ which a standards-setting body develops has to fit into a broad framework which allows qualifications in the UK and throughout Europe to be compared. SVQs are specified at five levels which reflect the various technical and supervisory skills knowledge and experience, which employees should have as they progress in their industry.
Explanation of levels
Level 1 Defines competent performance in a range of activities which are largely routine and predictable.
Level 2 Specifies that competent performance must be shown in a broader range of work activities which are less routine and predictable. The employee will have more autonomy and responsibility, and may have to work as part of a team.
Level 3 Specifies that competent performance must involve the employee in carrying out a broad range of varied work activities, most of which are complex and non-routine. There is considerable autonomy and responsibility, including the possibility of controlling or guiding others.
Level 4 Specifies competence as complex technical or professional work activities which require a substantial degree of personal autonomy or responsibility. Managing staff and other resources is often involved.
Level 5 Specifies competent performance as involving the employee in carrying out a significant range of activities in a wide variety of situations which are often unpredictable. Substantial responsibility and autonomy is involved in the work, which requires decision-making in the allocation of resources and the work of others. This will require complex skills such as analysis, design and evaluation.
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How are standards defined in SVQs? All SVQs consist of standards which can be broken down into various parts. Units define the broad functions carried out in the sector, and are made up of a number of components. For the Manufacturing Textile Products Units the introduction to the Unit provides details of what the job role will involve. The other components of the Unit include:
what the competent person must do
the key areas of knowledge and understanding
the skills and techniques
the regulations, rules and guidelines
workplace skills
An example of a Unit is included in the appendix.
Who is involved in SVQs? There are several roles:
the candidate: the person who wants to achieve the SVQ (eg an employee)
the assessor*: the person who assesses the candidates and decides if they are competent (eg supervisor)
the internal verifier*: an individual nominated by the centre (eg a company) who ensures that assessors apply the standards uniformly and consistently (eg supervisor’s line manager)
the external verifier*: an individual appointed by SQA who ensures that standards are being applied uniformly and consistently across all centres offering the SVQ
*Assessors and verifiers in centres will be asked by SQA to prove they have the appropriate occupational competence to assess and verify the SVQ. Occupational competence has been defined by the standards-setting body in the assessment strategy for these SVQs — see SQA’s website: www.sqa.org.uk
Assessors and verifiers are also expected to obtain an appropriate qualification in assessment and verification — this can be the Assessor/Verifier Units (the national standards for assessment and verification), or an alternative qualification which SQA also recognises.
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The steps involved in assessing a candidate for an SVQ In deciding whether a candidate should get an SVQ, you will go through these stages:
planning for assessment
generating and collecting evidence of the candidate’s competence in the Units
judging the evidence of the candidate’s ability and making an assessment decision based on the evidence
recording the assessment decision and the candidate’s achievement
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1: The SVQs in Manufacturing Textile Products
The SVQs in Manufacturing Textile Products have been developed by Skillfast-UK, the Sector Skills Council for the clothing and textiles area. From April 2010 this will change to Skillset UK. They are suitable for people involved in the textile industry sectors from operative to managerial levels. These qualifications are aimed at workers involved in the manufacture of woven and non-woven textiles. As health and safety is of supreme importance in the manufacturing environment, the Health and Safety Unit HS1 is mandatory at all three levels of the qualification. The level 1 qualification provides opportunities for candidates, whether new or experienced in the industry, to demonstrate basic skills in a variety of general areas of their everyday work on the factory floor — such as moving, packing and distributing materials. Many employers provide their new factory-based recruits with this level of ‘on the job’ training, supervised by more experienced staff. This qualification would therefore be suitable for those entering the industry as beamers, carders, winders, blenders or other textile operatives involved with manual and/or automated textile manufacturing operations. The level 2 qualification is aimed at more experienced textile operatives such as spinners, weavers, knitting machinists and textile laboratory technicians. These roles involve the production of natural and synthetic materials which are used to make every-day or technical products, working the machines that turn natural or man-made yarn into fabric or garments, or the dyeing and finishing of fabrics to produce a desired look or quality, such as stain resistance. These mechanised processes are often also computer controlled to enable more than one process to be completed at a time. The level 3 qualification is targeted at the more experienced operative who may also have (or aspire to have) a supervisory role as a production or shift supervisor with responsibilities for product quality and performance. It is also suitable for those with a more technical role such as textile machinery technicians specialising in a particular area (such as fibre preparation, spinning or knitting) or textile technologists involved with the scientific composition and properties of fibres and fabrics. The SVQs are designed to be assessed in the workplace, or in conditions of the workplace. Examples of the settings or centres in which the SVQs are likely to be delivered include: workplaces and working environments within non-profit organisations.
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Structure of the SVQs This section lists the Units which form the SVQs in Manufacturing Textile Products at levels 1, 2 and 3. All three SVQs are made up of mandatory and optional Units.
Manufacturing Textile Products level 1 (G9M2 21)
Mandatory Units
SQA Ref SCQF level
SSC Ref
Title
F0JK 04 5 HS1 Health, Safety and Security at Work
Optional Units
(candidates must select three Units from the following)
SQA Ref SCQF level
SSC Ref
Title
F873 04 6 TEX1 Manufacture Textiles
F874 04 5 TEX5 Contribute to Achieving Product Quality
F875 04 4 TEX7 Move Materials
F876 04 4 TEX8 Inspect Manufactured Products
F877 04 5 TEX10 Package Manufactured Products
F878 04 5 TEX11 Perform Manual Operations on Textile Products
F879 04 5 TEX12 Distribute Supplies of Materials
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Manufacturing Textile Products level 2 (G9M3 22)
Mandatory Units
SQA Ref SCQF level
SSC Ref
Title
F0JK 04 5 HS1 Health, Safety and Security at Work
F874 04 5 TEX5 Contribute to Achieving Product Quality
Optional Units
(candidates must select three Units from the following)
SQA Ref SCQF level
SSC Ref
Title
F87A 04 6 TEX2 Make the Warp
F87C 04 5 TEX3 Prepare the Warp for Weaving
F87D 04 5 TEX4 Manufacture Woven Textiles
F87E 04 6 TEX6 Organising and Controlling the Weaving Process
F87F 04 6 TEX9 Contribute to Quality of Woven Fabric
F87G 04 4 TEX13 Maintain and Improve Your Work
F87J 04 4 TEX14 Prepare for Textile Operations
F87K 04 6 TEX15 Control the Efficiency of Textile Production
F87L 04 5 TEX16 Produce Textile Products
F87M 04 5 TEX17 Carry out Manual Textile Operations
F87N 04 5 TEX18 Carry Out Quality Control During Production
F87P 04 6 TEX19 Conduct Textile Testing Operations
F87R 04 5 TEX20 Maintain Machinery and Equipment in Working Order
F87T 04 6 TEX37 Manufacture of Needle Punched Nonwoven Materials
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Manufacturing Textile Products Level 3 (G9M4 23)
Mandatory Units
SQA Ref SCQF level
SSC Ref
Title
F0JK 04 5 HS1 Health, Safety and Security at Work
F88C 04 7 TEX21 Contribute to the Continuous Improvement of Operations
Optional Units
Candidates must select four optional Units. At least three of the Units must be selected from Group A.
Group A
SQA Ref SCQF level
SSC Ref
Title
F87V 04 7 TEX22 Configure and Prove Production Machinery
F87W 04 6 TEX23 Monitor and Sustain Equipment Performance
F87X 04 7 TEX24 Service Textile Machinery and Equipment
F87Y 04 6 TEX25 Provide Technical Input to Bulk Production
F880 04 7 TEX26 Conduct Sample Analysis
F881 04 7 TEX27 Produce Prototype Samples
F882 04 7 TEX28 Conduct Pre-Production Trials
F883 04 6 TEX29 Contribute to Product Development
F884 04 7 TEX30 Develop Designs for Textile Products
F885 04 7 TEX31 Develop Colour Recipes for Initial Colour Samples
F886 04 7 TEX32 Prove Colour Recipes for Bulk Production
F887 04 6 TEX33 Develop Finishing Processes and Produce Samples
F888 04 7 TEX34 Prove Finishing Routines for Bulk Production
F889 04 7 TEX35 Control Textile Testing Procedures
F88A 04 7 TEX36 Check Calibration of Equipment
Group B
SQA Ref SCQF level
SSC Ref
Title
DR47 04 8 B1 Develop and Implement Operational Plans for Your Area of Responsibility
DR73 04 8 B5 Provide Leadership for Your Team
DR50 04 10 B8 Ensure Compliance with Legal, Regulatory, Ethical and Social Requirements
DR4F 04 10 D2 Develop Productive Working Relationships with Colleagues and Stakeholders
DR3W 04 8 D5 Allocate and Check Work in Your Team
D9RJ 04 L11 Enable Learning Through Demonstration and Instruction
D9RH 04 L12 Enable Individual Learning Through Coaching
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The SVQs have been designed to allow progression through the various levels where appropriate. Candidates who have achieved Units which are common to the SVQs at differing levels can take these Units forward for the purpose of certification.
An assessment strategy for the SVQ
As part of its review of the SVQs, the standards-setting body Skillfast-UK has developed an assessment strategy which defines a range of requirements:
External quality control of assessment
Aspects to be assessed through performance in the workplace
Workplace assessment/simulation
Occupational expertise of assessors, verifiers and expert witnesses
The relevant parts of the assessment strategy are published on SQA’s website (www.sqa.org.uk), and both SQA and centres must comply with these requirements.
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Why would people be interested in the SVQ?
People will take SVQs for a variety of reasons: to gain promotion, to prove their job competence, or for personal development. There will be other reasons too. One of the first things to do is to find out why your candidates want to do the SVQ, and to advise them of the appropriateness of the qualification. If anyone is acting as a coach or mentor to your candidates, they might help you to do this.
How do candidates begin?
Choosing the SVQ
You should make sure that candidates get guidance before starting out on an SVQ — they need advice to ensure that their existing job remit, skills, experience, and their plans for progression, are matched to the SVQ selected. It does not have to be you as the assessor, who carried out the matching process, but whoever has responsibility for this should ensure that the assessment opportunities available to the candidate are also considered.
An example
John Rowley had worked as a knitting machine operative for five years but did not possess any formal qualifications. After learning that some new starts in the factory were taking a new SVQ in Manufacturing Textile Products, he applied to the company HR Manager to ask if he too could be assessed towards the SVQ. Following a meeting with this manager and his supervisor, it was clear that John could easily generate evidence, or already had evidence, for the following Units:
Contribute to Achieving Product Quality
Prepare for Textile Operations
Control the Efficiency of Textile Production
He also had evidence and experience in relation to two other Units, but some planning would be necessary to provide him with the opportunity to demonstrate competence in these areas:
Health, Safety and Security at Work (he needed to give more evidence about his ability to cope with wide emergency situations, not just those for fire)
Maintain and Improve Your Work — ‘The competent person must’ item 3 Learn new skills and work methods to develop knowledge base of the whole department — although working towards the SVQ should give him evidence to support this.
The company had a work-based assessor — David Ferguson — and arrangements were made for John to see David to compile a formal assessment plan and register him with the awarding body.
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Selecting Units from Manufacturing Textile Products at level 2
Mandatory Units
Unit Title Part of learner’s daily tasks
HS1 Health, Safety and Security at Work Yes
TEX5 Contribute to Achieving Product Quality Yes
Optional Units (candidates must select three Units from the following)
Unit Title
TEX2 Make the Warp No
TEX3 Prepare the Warp for Weaving No
TEX4 Manufacture Woven Textiles Yes (planning)
TEX6 Organising and Controlling the Weaving Process Yes (planning)
TEX9 Contribute to Quality of Woven Fabric Yes (planning)
TEX13 Maintain and Improve Your Work Yes (planning)
TEX14 Prepare for Textile Operations Yes
TEX15 Control the Efficiency of Textile Production Yes
TEX16 Produce Textile Products Yes (planning)
TEX17 Carry Out Manual Textile Operations No
TEX18 Carry out Quality Control During Production Yes (planning)
TEX19 Conduct Textile Testing Operations Yes (planning)
TEX20 Maintain Machinery and Equipment in Working Order
Yes (planning)
TEX37 Manufacture of Needle Punched Nonwoven Materials
No
After discussions between David and John, they had selected the best optional Units for John to do; as you can see from the matrix above these were not the only optional Units that John could have chosen.
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2: Preparing to assess the SVQ
This section offers practical advice on how to begin to go about assessing your candidates for the SVQ. This advice is offered as examples of good practice — you may develop your own approaches to assessing your candidates which also work well.
Your role and your candidate’s role Assessing the SVQ will involve several stages. Both you and the candidate should be clear on your roles in the assessment process before you begin.
Your role
ensure candidates understand what is to be assessed and how it is to be assessed
ensure the conditions and resources required for assessment are available
help candidates to identify and gather evidence
observe and record candidates carrying out the activities described in the standards — records should say what has been observed, how it was carried out, and what it demonstrates
assess products of the candidate’s own work
question candidates and record results
help candidates to present evidence
authenticate the evidence candidates provide
judge evidence and make assessment decisions
identify gaps or shortfalls in candidates’ competence
provide feedback to candidates throughout the assessment process
record achievement
Candidates’ role
prepare for assessment — become familiar with the standards, what is to be assessed and how it is to be assessed
help to identify sources of evidence and how these could be assessed
carry out activities, and/or produce products of own work, and/or answer questions
gather and present evidence
receive and act on feedback from the assessor
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Planning In planning for assessment, you will find it helpful to meet with your candidate and plan what is to be assessed, in what way, and when and where the assessment is to take place. This discussion can be confirmed in the form of an agreed assessment plan between you and your candidate. You should treat assessment plans as working documents — they can be updated and changed as you review progress with your candidate. As you are planning assessment, don’t forget to make the most of opportunities to integrate assessment. This means planning to assess an activity which draws on the contents of different Units or components. It can be a practical and cost-effective way of assessing your candidate’s competence. If you are a new assessor working towards your A/V Units (the national standards in assessment and verification) you will need copies of completed assessment plans as part of your evidence. To help you plan for assessment, we have produced an assessment plan which covers Unit Prepare for Textile Operations Tex 14. You will notice that we have included spaces to enter dates when the assessment plan has been reviewed. Any gaps identified during these reviews should be discussed with your candidates and noted for action in the assessment plan.
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Assessment plan
Unit: TEX 14 Prepare for Textile Operations The job role will involve: 1. Preparing for work operations, 2. Gathering resources and ensuring equipment is in good order to meet requirements
The competent person must Skills and techniques*
Method of assessment/Sources of evidence
Date of assessment
Evidence already available
Links to other Units *
Receive and interpret work instructions Gather resources together Check that resources and equipment meet requirements
Take appropriate action when resources and equipment do not meet requirements
Keep work area clean and safe Arrange the work area, resources and equipment to ensure efficiency during work operations Carry out required preparation activities
1 3 4 1, 5, 7, 8 2 6, 7, 9 10
Observation Observation Questioning Observation Observation Observation Observation
18/01/10 18/01/10 18/01/10 18/01/10 18/01/10 18/01/10 27/01/10 18/01/10
Witness statement from supervisor
Sample swatches in portfolio with record
HS1: 2,3
TEX 5:1,2,3,4,5,
TEX 15: 1,2,3,4,5,6,7,8
* refer to numbered list in this section of the Unit specification
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Questioning for knowledge and understanding not apparent from performance to be identified from 2nd review
Capabilities of equipment to be used and actions to be taken when it does not conform to specification
Questioning 27/01/10 Witness statements from line managers
Assessor’s signature: David Ferguson 1st review due: 18/01/10
Candidate’s signature: John Rowley 2nd review due: 27/01/10
Date of agreement: 15/12/09 Date of completion: 27/01/10
**Assessors should ensure that candidates are operating to the Regulations, Rules and Guidelines shown in the Unit. Workplace Skills should fall out naturally from the candidate’s performance and knowledge evidence.
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Selecting methods of assessment The methods of assessment you use should be valid, reliable and practicable.
By valid we mean that the assessment method should be appropriate to the standards
By reliable we mean that the assessment method should ensure consistent results when used with different candidates, different assessors and on different occasions
By practicable we mean that the method ensures that the assessment makes best use of available resources, equipment and time
Before you assess a candidate, you must make sure that the methods of assessment you have chosen to use, along with any assessment materials (such as questions and sample answers) have been agreed within your centre through its system of internal quality assurance. This system is often called internal verification — its purpose is to help to ensure that assessment methods are valid, reliable and practicable. There are both benefits and challenges when you are assessing SVQs in the workplace, or in conditions in the workplace. When you select methods of assessment, you should try to offer the candidate the benefits of workplace assessment and minimise any potential difficulties.
The benefits might be:
candidate’s familiarity with own working environment
familiarity between candidate and assessor (could be a benefit or a challenge)
assessment progresses at candidate’s own pace of learning
proximity of resources in workplace
ability to plan assessment around known working time peaks
the assessor is familiar with internal documentation and company systems
The challenges might be:
shift work
confidentiality
pressure of work, eg production schedules taking priority over assessments
meeting the needs of customers
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Example
A candidate working in a textile manufacturing company has to demonstrate how to inform management about a lack of specified resources. If you are an assessor working alongside the candidate, you will be well placed to assess through observation supported by witness testimonies from line managers.
Methods of assessment Assessment may involve a range of assessment methods. For SVQs, some of the most commonly used methods are observation, product evidence, and questioning. Remember it is expected that workplace skills are an ongoing assessment and covered over a period of time, building up evidence and assessments.
Observation
Observation by an assessor is considered to be the most valid and reliable method of assessment. It can be organised in a variety of ways:
working alongside the candidate
arranging to visit when naturally-occurring activities are carried out by the candidate
arranging for activities to take place
Observation by the assessor can often be supplemented by other types of assessment methods such as questioning. For example, it may be appropriate to ask oral questions of candidates as they carry out naturally-occurring activities. For example:
a candidate makes a visual inspection of the production machinery and equipment
a candidate physically checks materials to be processed
For the Manufacturing Textile Products SVQs, certain aspects of the standards must be assessed by observation. These are:
performance of key processes where the activity is carried out is central to competence
interaction with others
the effective management of the work environment, including time and resources
responding to constraints, pressures and contingencies
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conforming to health and safety requirements
Product evidence
As candidates work towards achieving the SVQ, they will produce evidence in the form of products of their work. The nature of this evidence can vary widely depending on what the candidate’s job entails, but examples of product evidence include:
a shift change-over log is a means of communicating vital information about production processes, machinery problems etc
product specifications
work instructions
e-mails, notes and memos
Questioning
Candidates have to show that they can meet the knowledge specifications for the SVQs. For these SVQs, knowledge and understanding is specified for each Unit. Much of a candidate’s knowledge and understanding will be apparent from what they do or produce as part of their work, but this will not always be the case and questioning can be a useful way of confirming what candidates know and understand. Questions can be asked in a variety of forms, such as oral questions, short answer written questions, and multiple choice. You should be careful that the method of questioning does not go beyond the competence required for the SVQ and become a barrier to fair assessment. For example, some candidates will feel more comfortable with oral questions than written.
An example
Unit TEX14 Prepare for Textile Operations
Check that resources and equipment meet requirements
Take appropriate action when resources and equipment do not meet requirements
Q What routine maintenance do you carry out on this machine? A Visually check oil/needles/moving parts for wear and tear and moving freely
Q Where/who would you get spare parts from? A Amir Shah Engineer / inform Bill Thomson supervisor.
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Other methods of assessment
These methods, like questioning, are often used for authentication. See Section 3 for more about authenticating candidates’ evidence.
Personal statements
You might sometimes find it helpful to ask a candidate to give an account of why they did an activity in a certain way or how they produced a product of their work. This is often referred to as a personal statement. You should take care to ensure that by asking candidates to produce such statements, you are not asking them to demonstrate competence beyond what is required by the standards. You should also be selective in the use of personal statements, and make sure they have not been produced as a substitute to a more valid, reliable and practical method of assessment.
An example
A candidate may describe in his/her own words, a situation which has occurred at a time when the assessor was not present, such as changing a faulty machine part or reporting a problem to the supervisor. This also can be called a log book or diary of actions. It is best practice to get a personal statement signed by a third party to confirm that the statement is correct.
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Witness testimony
For practical reasons, you may not be able to observe all the activities carried out by your candidates, but might feel that other people may be able to provide a statement on what your candidates have been doing or producing as part of their work. Statements of this kind are called witness testimony, and are often used to support other evidence produced by candidates. If witness testimony is used, you should, ideally, identify witnesses and opportunities for using their testimony as part of assessment planning. You should bear in mind that the weight of the evidence will vary, depending on the knowledge and expertise of the person providing the witness testimony. You will have to take these factors into account as you make your judgement. Strongest Someone with considerable occupational expertise in the
candidate’s area of work and who is familiar with the standards. This person may also be an assessor or internal verifier qualified with the A/V Units or ‘D-Units’.
Someone with considerable occupational expertise in the candidate’s area of work and who is familiar with the standards.
Someone with considerable occupational expertise in the candidate’s area of work, but with no knowledge of the standards.
Someone who may be a colleague of the candidate, but with no knowledge of the standards.
Weakest Someone with no or little knowledge of the candidate’s work or no knowledge of the standards would not be acceptable as a witness.
Witness testimony is unlikely to be sufficient in itself for a decision about the candidate’s competence, and would normally be supplemented by questioning candidates.
An example
When the assessor has been unable to observe a particular activity, a line manager or peer may supply a witness testimony describing what they have seen the candidate do.
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Simulation
Simulation is any structured assessment exercise involving a specific task which reproduces real-life situations. On some occasions, it may not be practical to assess a candidate in real work. Examples might be where the standards require candidates to carry out emergency or contingency procedures, or where client confidentiality is an issue, or where a candidate’s job role does not cover all aspects of the qualification. Skillfast-UK has defined what it regards as simulation, and has specified in its assessment strategy when simulation is and is not acceptable. This also states when candidates must demonstrate competence in the workplace. For more details on simulation and what constitutes performance in the workplace, look at the assessment strategy on SQA’s website: www.sqa.org.uk.
An example
To cover a situation which is unlikely to happen frequently or which may be too disruptive to normal production routines, it is acceptable to use simulations (provided that the standards and assessment strategy allow it). In a textile environment, it can be useful to carry out simulated fire drills or emergency evacuation procedures and to observe the candidate doing this.
Using emergency equipment, such as fire extinguishers, is another area that could well be covered by simulation, as this rarely occurs in practice.
Other sources of evidence
Other sources of evidence can be previous experience or learning, case studies or assignments.
photographic evidence
complete forms, reports and other documentation
taped evidence (video or audio)
case studies/assignments
interview/professional discussion
SQA’s Guide to Assessment (see section 5) has more advice on methods of assessment and how to ensure that your assessment is valid, reliable and practicable.
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3: Generating evidence
The methods of assessment you use should generate sufficient evidence to demonstrate the candidate’s competence. We described earlier the circumstances in which you might choose to use different methods of assessment. Starting on the next page, this section gives you examples of forms which you can use to record and present evidence of:
observation (by the assessor)
questions and candidate responses
personal statement (produced by the candidate)
witness testimony
There are blank forms which you can copy and use in assessment in Appendix 1.
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Observation For observation, note that the form asks you to record the skills and activities observed. This helps you to make a judgement on how the activity was carried out and what it demonstrates.
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Observation record Unit/the job role will involve:
TEX 14 Prepare for textile operations 1 Preparing for work operations 2 Gathering resources and ensuring equipment is in
good order to meet requirements Candidate: John Rowley Date of observation: 18/01/10 Evidence index number: 1
The competent person must Skills and Techniques*
Receive and interpret work instructions *attached specification sheet evidence 5) Gather resources together Check that resources and equipment meet requirements
Take appropriate action when resources and equipment do not meet requirements (see picture evidence 6) Keep work area clean and safe (see picture evidence 6) Arrange the work area, resources and equipment to ensure efficiency during work operations Carry out required preparation activities
1 3 4, 5 6, 8 2 7, 8, 9 10
Knowledge and understanding apparent from this observation:
1 Interpreting work instructions, 2 carrying out preparation activities safely, 5 cleaning regime for workplace, 3 how to check materials against specifications, 4 what to do when materials or equipment do not meet specification.
Other Units to which this evidence may contribute:
TEX 5:1,2,3,4,5, TEX 15: 1,2,3,4,5,6,7,8 HS1: 2,3
Assessor’s comments and feedback to candidate:
Well organised and quickly and efficiently prepared for production. Able to work to timescale and without reference to others. Successfully identified and reported broken guide to supervisor.
I can confirm the candidate’s performance was satisfactory.
Assessor’s signature: David Ferguson Date: 18/01/10
Candidate’s signature: John Rowley Date: 18/01/10
* refer to numbered list in this section of the Unit specification
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Questions and candidate responses
This form can be used to record any questions you might ask the candidate to establish what they know and understand. You should note the candidate’s responses on this form too. Note that there is a space near the top of the form for you to record when, where, how and why you asked the questions. Where you want to give the candidate written questions, this form could also be used.
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Record of questions and candidate’s answers Unit: TEX 14 Prepare for textile operations
The job role will involve: 1 Preparing for work operations 2 Gathering resources and ensuring
equipment is in good order to meet requirements
Evidence index number: 2
Circumstances of assessment: The candidate has successfully identified and replaced broken needles on the knitting machine for which they are responsible. The questioning is to check the candidate understands why it is important to find all broken parts and place them in a designated place.
List of questions and candidate’s responses: Q: Why is it important to find all broken parts of the needle and place them in the
proper place? A: Parts of broken needles can become embedded in the knitted fabric and if not
discovered could cause injury to the customer and myself. It is part of our quality assurance procedures to ensure all parts are found and identified.
Assessor’s signature: David Ferguson Date: 27/01/10
Candidate’s signature: John Rowley Date: 27/01/10
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Candidate’s personal statement
If a personal statement is being used as evidence, it should be completed by the candidate. The statement should record what they did, how and why they chose to carry out an activity or produce work in a certain way. Where other people may have been present during an activity and they may be able to provide witness testimony, the candidate should record how the statement links to other evidence in the column provided.
It is best practice to get a personal statement signed by a third party to
confirm that the statement is correct.
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Personal statement Date Evidence
index number
Details of statement Links to other evidence (enter numbers)
Unit/ The job role will involve/The competent person must *
15/01/10
16/01/10
3 I needed to change broken needles on the knitting machine and went to the stores to fetch new needles. I then replaced the broken needles, put them in the designated place and recorded the stock I had used. I informed the engineer that stocks were low and asked him to order more.
Signed: Amir Shah
(engineer)
Routine maintenance on the knitting machine changed reels and greased bearings, cleaned out pathways and replaced two needles. Informed Amir Shah on replaced parts and signed off maintenance check.
Signed: Amir Shah
(engineer)
Item 1-2
Item 8
TEX 5:1,2,3,4,5, TEX 15: 1,2,3,4,5,6,7,8 Tex 14.6,14.7
Signed (candidate): John Rowley Date: 25/01/10 * refer to the numbered list in this section of the Unit specification
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Witness testimony
Remember when you begin to use witness testimony that it must be capable of being authenticated — even if the testimony itself is being used to authenticate a candidate’s claim to competence. To make sure the witness testimony is genuine, you must ensure that you have a record of who is acting as a witness, their relationship to the candidate (eg supervisor, client) address, telephone number and the date. There are spaces for this information in the form.
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Witness testimony
SVQ title and level: Manufacturing Textile Products
Candidate’s name: John Rowley
Evidence index no: 4
Index no of other evidence which this testimony relates to (if any):
The job will involve:
Date of evidence: 27/01/10
Name of witness: William Johnston
Designation/relationship to candidate:
Supervisor
Details of testimony: I observed John Rowley carrying out cleaning procedures on the knitting machine. He followed correct procedures, used permitted materials and checked to make sure the machine was ready for future operations after he had finished. Interpreting work instructions, carrying out preparation activities safely, cleaning regime for workplace, checked materials against specifications, fully understands how and when materials or equipment does not meet specification.
I can confirm the candidate’s evidence is authentic and accurate. Signed by witness: Bill Johnston Date: 27/01/10
Witness (please tick the appropriate box):
Holds A1 or D32/D33 qualifications Is familiar with the SVQ standards to which the candidate is working
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Filling the gaps There may come a time when your candidate has provided evidence for most of the Unit (or SVQ), but there are some gaps. For example, you may find that certain situations, such as handling contingencies, have not arisen during assessment. Often these will relate to dealing with health and safety issues, or unexpected problems with workflow like delays in receiving information from another part of the organisation. In these SVQs, such gaps are likely to occur in generating evidence for:
following emergency procedures
handling and/or reporting problems
configuring and proving machinery
Guidance and support to candidates At all times during the assessment process — from planning through to making your assessment decision — feedback should be on-going, clear and constructive. Feedback should be given against the national standards by relating it to the evidence provided, including the knowledge specifications. Where there are any shortfalls in a candidate’s competence, you should discuss these with your candidate and make plans for re-assessment.
Judging candidate evidence and making an assessment decision In judging candidate evidence, you must be satisfied that your candidates can work consistently to the required standard, and that the evidence they have produced is their own. You must consider whether your candidate understands and applies the knowledge evidence and how this links to performance evidence. Evidence must:
be relevant to the SVQ
be authentic
show current competence
be sufficient to help you form a decision about the candidate’s competence
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Insufficient evidence
You have to judge whether the candidate has produced enough evidence required by the standards for you to reach a decision about their evidence. Where there is insufficient evidence, you should say this to your candidate. You should tell them that it is not that they are not yet competent — there is simply not enough evidence on which to make a decision. In this situation, your feedback to your candidates must help them produce more evidence and/or plan for further assessment.
Authenticating candidates’ evidence Authentication is required where you have not observed candidates’ performance at first hand. You can check whether a candidate has produced evidence which they claim shows their competence by questioning them or, if this is appropriate, asking them to produce a personal statement or using witness testimony.
Example
Authentication would be required where a candidate produced a personal statement that was not countersigned by someone in a position to verify the information was correct. The personal statement shown in the example (p28) would be more valid and valuable if it were signed by the engineer who has been assigned as an expert witness or can confirm the actual statement is accurate and detail correct.
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4: Recording achievement
You should retain all evidence — clearly referenced — for internal and external verification. The candidate’s evidence is normally kept in a file, often called a portfolio. These documents help you and your candidates to collect, present and cross-reference the evidence to the national standards. They are also a means of recording your assessment decisions, and they tell an external verifier what stage a candidate has reached in achieving the SVQ. Recording documents do not need to be paper-based — it is possible to use an electronic format for collecting and structuring the evidence. Whatever format you and your candidates choose to use, the documents must show what evidence was generated, the assessment decisions you made, how the evidence meets the standards, and where the evidence can be located. You should avoid photocopying items simply to put them in a portfolio — a clear explanation of where the evidence can be found (for example, in a filing cabinet) may be sufficient for the external verifier to follow it up and include it in the visit. There are various reasons why record-keeping is so important:
it provides a way of tracking a candidate’s progress in achieving an SVQ
it helps candidates to make claims for certification of their competence
internal verifiers and external verifiers use the records to sample assessment decisions
it helps us to monitor the quality assurance of our qualifications
If your candidates’ evidence is incomplete, or cannot be located, or if there is inaccurate cross-referencing to the standards, there is a risk that an internal verifier or external verifier will be unable to confirm your assessment decisions. To help you and your candidate present evidence and record your assessment decision, we have provided examples of the forms which you and your candidate might use to compile the portfolio.
Completing the Unit progress record
Using the evidence index
Completing the Achievement record
These forms are also used in SQA’s portfolio.
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Completing the Unit progress record
You should complete this form each time your candidate achieves a Unit from the SVQ by adding your signature and the date next to the relevant Unit. At this stage, candidates should make sure they have completed the recording documents correctly and that their evidence can be easily located. Only then should they circle the relevant Unit number at the top of the form. This enables both of you to see at a glance what stage the candidate is at in their SVQ.
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Unit progress record Qualification and level: SVQ Manufacturing Textile Products at level 2 Candidate: John Rowley To achieve the whole qualification, you must prove competence in 2 mandatory Units and 3 optional Units.
Unit Checklist Mandatory HS1 TEX5
Optional TEX13 TEX14 TEX15
Mandatory Units achieved Unit Number Title Assessor’s
Signature Date
HS1 Health, Safety and Security at Work David Ferguson 27/01/10
TEX5 Contribute to Achieving Product Quality
Optional Units achieved TEX13 Maintain and Improve Your Work
TEX14 Prepare for Textile Operations David Ferguson
27/01/10
TEX15 Control the Efficiency of Textile Production
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Using the index of evidence
The purpose of the index of evidence is to help you locate and work through the candidate’s evidence. It should give you a summary of what evidence the candidate has collected, and where (eg in a portfolio) it can be found. The index of evidence should be completed by entering:
the index number for each piece of evidence
a description of each piece of evidence
the place or location where it can be found
the initials of the internal verifier and the date (if they have sampled the candidate’s evidence)
Ideally, it should be candidates themselves (with your support and encouragement) who complete the index. You must make sure that the information in the evidence index is accurate when your candidates’ portfolios are presented for assessment and verification — particularly the information about where the evidence can be located. This is important because we suggest that anything which has been produced as day-to-day work is kept in its normal location, but anything which has been produced through assessment for the SVQ, eg observation checklists, is filed in the candidate’s portfolio. In this way, your candidate can avoid having to photocopy work products just for the sake of including them in a portfolio. It also means that evidence produced as a result of assessment is kept safely in a central file. If the index of evidence is not completed with an accurate description and location of the evidence, there is a risk that an internal verifier or external verifier might be unable to confirm your assessment decisions.
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Index of evidence SVQ title and level: Manufacturing Textile Products Level 2
Evidence number
Description of evidence
Included in portfolio (Yes/No) If no, state location
Sampled by the IV (initials and date)
1
Observation 1
YES
GG 16/03/10
2
Questions for Unit TEX14
YES
GG 16/03/10
3
Personal Statement TEX14
YES
GG 16/03/10
4
Witness Testimony
YES
GG 16/03/10
5
Specification sheet
YES
GG 16/03/10
6
Picture of Knitting machine area and candidate
YES
GG 16/03/10
7
Swatches of textiles
YES
GG 16/03/10
8
Signed maintenance check sheet
YES
GG 16/03/10
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Completing the Achievement record
To help you and your candidates cross-reference the evidence to the standards of the SVQs, we have provided records similar to those produced in the SQA portfolio. Use one record for each item. The grids should be completed by:
entering the evidence index number in the first column
giving a brief description of the evidence in the second
mark the relevant boxes for the Competent Person Must
mark the areas of knowledge and understanding the piece of evidence covers
If integrated assessment is used (linking across different Units) the evidence should be cross-referenced back to the relevant Units. We have provided a completed example to show how to use the record.
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Achievement record
Unit: TEX 14 Prepare for textile operations The job role will involve: 1. Preparing for work operations, 2. Gathering resources and ensuring equipment is in good order to meet requirements
Evidence Index No
Description of Evidence The competent person must: Areas of knowledge and understanding
1 2 3 4 5 6 7 1 2 3 4 5
1 Observation
2 Questions
3 Personal Statement
4 Witness Testimony
5 Specification sheet
6
Picture of Knitting machine area and candidate
8 Signed maintenance check sheet
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TEX14 Unit: Prepare for Textile Operations
Notes/Comments
Carried out basic machine maintenance on a knitting machine. All ‘competent person must’ items met.
The candidate has satisfied the Assessor and Internal Verifier that the performance evidence has been met.
Candidate: John Rowley Date: 27/01/10
Assessor: David Ferguson Date: 27/01/10
Internal Verifier: Gordon Gibb Date: 16/03/10
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5: Further information
What else should I read?
The publications listed here provide additional information on how to implement SVQs. Details of these and other SQA publications are available on our website at www.sqa.org.uk on the ‘Publications, Sales and Downloads’ section. They can be ordered from SQA’s Business Development and Customer Support Team — telephone 0303 333 0330. Please note that there may be a charge for some of these publications. Assessor/Verifier Units: assessment guidance External verification: A Guide for Centres Guide to Assessment Introduction to Assessment Arrangements for Schools and Colleges SQA’s Quality Framework: a guide for centres Operational Help Centre The Operational Guide for Centres has been replaced by the online Operational Help Centre on www.sqa.org.uk
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Appendix 1: Blank recording forms
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Unit progress record
Qualification and level: Candidate:
To achieve the whole qualification, you must prove competence in ___ mandatory Units and ___ optional Units.
Unit Checklist
Mandatory
Optional
Mandatory Units achieved
Unit Assessor’s Signature Date
Optional Units achieved
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Index of evidence
SVQ title and level:
Evidence number
Description of evidence Included in portfolio (Yes/No) If no, state location
Sampled by the IV (initials and date)
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Achievement record
Unit: The job role will involve:
Evidence Index No
Description of Evidence The competent person must
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Evidence Index No
Description of Evidence Areas of knowledge and understanding
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Unit:
Notes/Comments
The candidate has satisfied the Assessor and Internal Verifier that the performance evidence has been met.
Candidate: Date: Assessor: Date: Internal Verifier: Date:
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Personal statement
Date Evidence index number
Details of statement Links to other evidence (enter numbers)
Unit/The job role will involve/The competent person must *
Signed by candidate: Date: * refer to the numbered list in this section of the Unit specification
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Observation record
Unit/The job role will involve:
Candidate: Date of observation:
Evidence index number:
The competent person must Skills and Techniques*:
Knowledge and understanding apparent from this observation:
Other Units to which this evidence may contribute:
Assessor’s comments and feedback to candidate:
I can confirm the candidate’s performance was satisfactory.
Assessor’s signature: Date: Candidate’s signature: Date:
* refer to the numbered list in this section of the Unit specification
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Witness testimony
SVQ title and level:
Candidate’s name:
Evidence index no:
Index no of other evidence which this testimony relates to (if any):
The job role will involve:
Date of evidence:
Name of witness:
Designation/relationship to candidate:
Details of testimony:
I can confirm the candidate’s evidence is authentic and accurate. Signed by witness: Date:
Witness (please tick the appropriate box):
Holds A1/A2 Units or D32/D33 Award
Is familiar with the SVQ standards to which the candidate is working
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Record of questions and candidate’s answers
Unit: The job role will involve:
Evidence index number:
Circumstances of assessment:
List of questions and candidate’s responses:
Assessor’s signature: Date:
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Appendix 2: TEX14 — Prepare for Textile Operations
This unit is for those who carry out essential preparatory operations prior to starting the manufacturing process. The job role will involve: 1 Preparing for work operations 2 Gathering resources and ensuring equipment is in good order to meet
requirements
The competent person must:
The key areas of knowledge and understanding:
1. Receive and interpret work instructions 2. Gather resources together 3. Check that resources and equipment meet
requirements 4. Take appropriate action when resources and
equipment do not meet requirements 5. Keep work area clean and safe 6. Arrange the work area, resources and
equipment to ensure efficiency during work operations
7. Carry out required preparation activities
1. Work operations to be followed
2. Preparation activities prior to work operations
3. Characteristics of materials to be processed and how to handle them
4. Capabilities of equipment to be used and actions to be taken when it does not conform to specification
5. Importance of maintaining a clean and safe work area
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The skills and techniques:
1. Carry out preparation activities safely within agreed timescales following
agreed procedures 2. Make sure that your work area is clean, safe and free from waste and
obstructions and that it is ready for operations 3. Gather together the required resources 4. Check that resources meet specification 5. Check that resources are sufficient and available to maintain continuity of
work operations 6. Protect resources from damage and contamination 7. Ensure equipment is ready for use in order to meet requirements 8. Take appropriate action promptly when resources and equipment do not
meet requirements 9. Arrange resources and equipment to ensure efficient operations 10. Confirm preparation activities are correct and complete
Regulations, rules and guidelines
1. The organisation’s rules, codes, guidelines and standards 2. Limits of personal responsibility 3. Reporting procedures 4. Equipment operating procedures 5. Responsibilities under the Health & Safety at Work Act 6. Manufacturers instructions
Workplace skills
1. Receive work instructions and specifications and interpret them accurately 2. How to make use of the information detailed in specifications and
instructions 3. Ways of planning work activities to maintain continuity of operations 4. Deal with problems within the work area, and within limits of personal
responsibility 5. Report problems outside area of responsibility to the appropriate person 6. Communicate effectively with colleagues and customers 7. Comply with written instructions 8. Complete forms, reports and other documentation
